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Syllabus

Master of Science in Applied Nutrition

APN 600 Trends and Issues in Nutrition (Fall 2023)

Credits - 3

Description

Current trends and issues relating to nutrition, food, and food products are examined. The course will contain a review of key concepts related to the digestive system, metabolism, energy balance, nutrition and disease, and the Nutrition Care Process. Current issues related to these topics will be explored. Students will review, analyze and synthesize professional literature. Students will apply course concepts to their practice and/or area of study and expertise.

Materials

No required textbook. 

There are no required textbooks for this course. However, there are textbooks and other resources that are strongly recommended to support your success in this course as well as the MSAN program as a whole. These materials support foundational knowledge and understanding of course content.

Recommended:

  • Nelms, M., Sucher, K. Nutrition Therapy and Pathophysiology. 4th Ed. Cengage Learning; 2020.
  • Academy of Nutrition and Dietetics. Nutrition Terminology Reference Manual (eNCPT): Dietetics Language for Nutrition Care. https://www.ncpro.org/.
  • Nutrition Care Manual (available via the UNE Library Databases)

 

 

Learning Objectives and Outcomes

Program Learning Outcomes

Students in this course will meet the following program-specific competencies, learning how to:

  • Develop and utilize nutrition concepts and best practices for nutrition and health promotion initiatives.
  • Apply core research principles to measure the nutrition status and environment of individuals and communities.
  • Interpret and modify explanations of complex nutrition concepts for various audiences.
  • Research, develop, and disseminate evidence-based and theory-driven educational materials and work products at an audience-appropriate level for topics related to nutrition and health promotion.

ACEND Competencies:

  • 1.1 Applies an understanding of environmental, molecular factors (e.g. genes, proteins, metabolites) and food in the development and management of disease. (S)
    • 1.1.1 Analyzes the usefulness and limitations of epidemiological, clinical and other study designs and identifies trends in diet and disease. (S)
    • 1.1.3 Demonstrates general understanding of nutrition and genetics, as it relates to health conditions. (K)
    • o 1.1.5 Identifies the influence of food consumption on the development of diseases. (K)
  • 1.2 Applies an understanding of anatomy, physiology, and biochemistry. (S)
    • 1.2.1 Analyzes the impact of food and nutrition on physiological processes. (S) 
    • 1.2.2 Integrates knowledge of anatomy, physiology, and biochemistry to make decisions related to nutrition care. (S)
  • 1.4 Integrates knowledge of chemistry and food science as it pertains to food and nutrition product development and when making modifications to food. (S)
    • 1.4.2 Integrates nutritional biochemistry knowledge to make informed food and nutrition decisions for optimal health. (S)
  • 1.5 Applies knowledge of patho-physiology and nutritional biochemistry to physiology, health and disease. (S)
    • 1.5.1 Examines nutritional biochemical indicators specific to the disease process. (K)
    • 1.5.2 Interprets and analyzes the effect of diet, fluids, electrolytes and nutritional status on the development and progress of the disease process. (S)
    • 1.5.3 Interprets and analyzes the effects of disease, clinical condition and treatment on nutritional health status. (S)
    • 1.5.4 Analyzes the correlation between mental health conditions and nutritional health.(S)
  • 1.6 Applies knowledge of social, psychological and environmental aspects of eating and food. (S)
    • 1.6.1 Formulates food and nutrition services considering psychological and social factors to meet the needs of individuals, communities and populations. (S)
    • 1.6.4 Analyzes the environmental factors affecting access to services and/or adequate nutrition. (S)
  • 1.7 Integrates the principles of cultural competence within own practice and when directing services. (S)
    • 1.7.2 Applies knowledge of food eating patterns and food trends. (S)
    • 1.7.3 Identifies challenges that arise with different cultures, values, beliefs and experiences exist between clients/patients and nutrition and dietetics professionals. (K)
    • 1.7.6 Develops awareness of one’s own personal beliefs, values and biases to better serve clients/patients of different cultures and backgrounds. (S)
  • 1.9 Applies an understanding of the impact of complementary and integrative nutrition on drugs, disease, health and wellness. (S)
    • 1.9.1 Critically evaluates evidence-based literature to inform decisions about use of complementary and integrative nutrition. (S)
    • 1.9.2 Applies an understanding of the impact of complementary and integrative nutrition on drugs, food, disease states and wellness. (S)
    • 1.9.3 Identifies indications, use and contraindications of complementary and integrative nutrition. (K)
  • 1.11 Applies knowledge of medical terminology when communicating with individuals, groups and other health professionals. (D)
    • 1.11.1 Interprets and communicates medical terminology to non-health professional audiences. (D)
    • 1.11.2 Uses acceptable medical abbreviations and appropriate medical terminology in all forms of communication. (D)
  • 1.13 Demonstrates computer skills and uses nutrition informatics in the decision making process. (D)
    • 1.13.1 Analyzes appropriate data in electronic format to make best decisions related to nutrition and diet. (S)
    • 1.13.2 Evaluates accuracy and reliability when accessing and evaluating nutrition information in electronic format. (S)
    • 1.13.4 Uses electronic databases to obtain nutrition information and evaluate credible sources in decision making. (D)
  • 2.3 Utilizes the nutrition care process with individuals, groups or populations in a variety of practice settings. (S)
    • 2.3.9 Identifies signs and symptoms of nutrient deficiencies or excesses. (S)
    • 2.3.12 Identifies patient appropriate validated formula and performs calculations to determine nutritional requirements. (S)
    • 2.3.13 Analyzes and synthesizes nutrition assessment data to inform nutrition diagnosis and nutrition plans of care. (S)
    • 2.3.14 Devises PES (problem, etiology and sign/symptom) statement and outlines reasons for professional opinion cause and contributing factors. (S)
    • 2.3.15 Prioritizes the nutrition diagnosis. (S)
    • 2.3.16 Develops an individualized plan of care that addresses nutritional care needs diagnosis, and client/patient nutrition goals in collaboration with the client/patient and team members. (S)
    • 2.3.19 Monitors and evaluates impact of nutrition intervention on the nutrition diagnosis. (S)
    • 2.3.20 Develops and applies nutrition care outcome indicators to measure nutrition intervention. (S)
    • 2.3.26 Documents all elements of the nutrition care process following professional standards and organizational policies. (S)
  • 2.4 Implements or coordinates nutritional interventions for individuals, groups or populations. (D)
    • 2.4.8 Develops or modifies nutrition education materials or delivery methods to meet the needs of the audience. (D)
    • 2.4.10 Translates basic to advanced food and nutrition science knowledge into understandable language tailored to the audience. (D)
    • 2.4.11 Communicates complex nutrition information to broad and diverse audiences. (D)
  • 6.1 Incorporates critical thinking skills in practice. (D) 
    • 6.1.1 Considers multiple factors when problem solving. (D)
    • 6.1.3 Engages in reflective practice to promote change and continuous learning. (D)
  • 6.2 Applies scientific methods utilizing ethical research practices when reviewing, evaluating and conducting research.
    • 6.2.7 Translates and communicates research findings and conclusions through a variety of media. (D)
  • 6.3 Applies current research and evidence-informed practice to services.
    • 6.3.2 Critically examines and interprets current research and evidence-informed practice findings to determine the validity, reliability and credibility of information. (D) 
    • 6.3.3 Integrates current research and evidence informed practice findings into delivery of safe and effective nutrition care. (S) 
    • 6.3.4 Analyzes and formulates a professional opinion based on the current research and evidence-based findings and experiential learning. (D)
  • 7.1 Assumes professional responsibilities to provide safe, ethical and effective nutrition services. (S)
    • 7.1.2 Engages in self-reflective practice activities to develop and maintain ongoing competence and professional behaviors. (D)
    • 7.1.4 Applies client/patient-centered principles to all activities and services. (S)
    • 7.1.6 Practices in a manner that respects diversity and avoids prejudicial treatment. (S)
  • 7.2 Uses effective communication, collaboration and advocacy skills. (D)
    • 7.2.1 Applies effective and ethical communication skills and techniques to achieve desired goals and outcomes. (D)
    • 7.2.4 Selects mode of communication appropriate to the messaging to meet the needs of the audience. (D)

Course Outcomes

Students in this course will learn how to:

  • Demonstrate a graduate level understanding of key nutrition concepts.
  • Analyze, synthesize and evaluate arguments posed by relevant scholarly literature.
  • Identify and evaluate current trends in the field.
  • Investigate the role of nutrition in treating disease.
  • Apply knowledge of the Nutrition Care Process.
  • Convey discipline specific information to a diverse audience.

Assignments

Lectures

This course is lecture-based; please see each week’s module for required, supplemental and optional viewing as applicable.

Assignments

See Brightspace for full assignment instructions, requirements, and rubrics.

Key Assessments: Position Paper and Blog Post

You will be writing a formal nutrition position paper and a related blog post as your key assessment in this course. The process of writing the position paper will include multiple steps and iterations (drafts and revision of drafts) which will culminate in two final deliverables: a Position Paper and a Blog Post. The position paper is intended for an audience of professional colleagues, peers, and the general public. The blog post is intended for a general, public audience.

Weekly Assignments

Weekly assignments consist of checkpoints and templates for the Key Assessments as well as case studies and application of the Nutrition Care Process. 

Discussion Board

You will be required to participate in weekly discussions. Initial posts are due on Sundays, and responses are due by Tuesday. If the initial post and response are not submitted within the discussion week you will be given a zero. Posts submitted after the discussion week will not be graded.

Your success in the course relies on robust discussion, critical thinking, and peer response. Weekly posts responding to prompts posed are meant to facilitate a deeper understanding of the broader themes of the course as well as enrich the readings, handouts, and lectures. Your initial response should be no less than 400 words. Peer responses should be no less than 200 words and must be thoughtful, contain compliments as well as constructive criticism, and maintain a professional tone. Please be sure to follow the individual directions provided with each Discussion Board prompt, as the requirements may vary from Discussion Board to Discussion Board. Review the MSAN Discussion Guidelines document in week one.

Specific statements about nutrition and health outcomes should be supported appropriately with citations of peer-reviewed research.

Furthermore, in regard to all assignments, please observe the following:

  • All assignments must be completed using AMA formatting where appropriate.
  • All times refer to Eastern Time (ET).
  • All questions about assignments and all questions, in general, should be sent through email.
  • There will be no extra credit offered.

Writing Statement

As professionals in the field, you will consistently be expected to clearly and concisely articulate advanced concepts for diverse audiences at a variety of educational levels.

Graduate students are expected to produce their best quality work, including screening their work prior to submission for clarity, grammatical, spelling, formatting and mechanical issues.

While there is often a portion of each assignment’s rubric dedicated specifically to grammar, spelling, mechanics, and formatting, it is critical to understand that failure to submit work that has been adequately proofed may result in a reduction of points in other areas of the rubric. These may include, but are not limited to metrics rating professionalism or content knowledge and synthesis; work submitted in graduate courses should provide evidence of strategic reading, writing, and academic speaking skills essential for success in the discipline.




Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

AssignmentsPoints
Student Syllabus Contract1
Week 1 Discussion: You as a Person and a Professional1
Week 1 Assignment: Searching, Summarizing, and Citing the Literature3
Week 1 Assignment: Analyzing the Literature3
Week 2 Discussion: Nutrition Diagnosis (PES Statement)3
Week 2 Assignment: Position Paper Topic and Draft Position Statement Template3
Week 2 Assignment: Nutrition Care Process (NCP) Clinical Note7
Week 3 Discussion: Assessing Dietary Interventions for Conditions of the GI Tract5
Week 3 Assignment: Position Paper Locating Evidence-Based Support Template5
Week 4 Discussion: Assessment and Intervention for Weight Management5
Week 4 Assignment: Key Assessment Instructor-Student Conference3
Week 4 Assignment: Position Paper Outline and Reference List5
Week 5 Discussion: Challenges and Opportunities with Diet Modification3
Week 5 Assignment: Restricted CHO Diet Meal Plan Modification Assignment7
Week 6 Discussion: Opportunities and Challenges with Nutritional Genomics5
Week 6 Assignment: Key Assessment – Position Paper20
Week 7 Discussion: Plant-Based Diets and Consumer Health5
Week 7 Assignment: Key Assessment – Blog Post10
Week 8 Discussion: The Future of Nutrition3
Week 8 Assignment: Course Reflection and Portfolio Piece3
TOTAL100

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Weekly Schedule:

  • Week 1: Aug 30 – Sep 5
  • Week 2: Sep 6 – Sep 12
  • Week 3: Sep 13 – Sep 19
  • Week 4: Sep 20 – Sep 26
  • Week 5: Sep 27 – Oct 3
  • Week 6: Oct 4 – Oct 10
  • Week 7: Oct 11 – Oct 17
  • Week 8: Oct 18 – Oct 22

Please note: Weeks 1 and 8 will only open after the course surveys have been completed.

Week One: Accessing, Reviewing, Analyzing and Synthesizing Scientific Literature

Weekly Learning Outcomes

Upon completion of this week’s module, you will be able to:

  • Utilize effective search strategies to locate scientific literature using scholarly databases.
  • Analyze current published research to determine credibility of information.
  • Summarize scientific research findings and conclusions through concise and precise narrative.
  • Apply AMA style to professional writing and referencing.

Lecture

Week 1 Lectures

Required Reading

  • Johnston BC, Seivenpiper JL, Vernooij RWM, et al. The philosophy of evidence-based principles and practice in nutrition. Mayo Clin Proc Innov Qual Outcomes. 2019;3(2):189-199. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6543447/
  • Understanding research study designs. University of Minnesota Libraries. https://libguides.umn.edu/c.php?g=999283&p=7234506#s-lg-box-wrapper-34129531. Updated July 8, 2022.
  • Koretz RL. The nuts and bolts of critically appraising observation and randomized controlled studies. Nutr Clin Pract. 2021;36(3):549-559.
  • Peterson SJ, Foley S. Clinician’s guide to understanding effect size, alpha level, power, and sample size. Nutr Clin Pract. 2021;36(3):598-605.
  • Harris JE, Zoellner J. Pointers and pitfalls in interpreting nutrition and dietetics research: the importance of statistical and clinical significance. J Acad Nutr Diet. 2022;122(4):709-721.

See course for supplemental reading.

Assignments

  • Searching, Summarizing, and Citing the Literature
  • Analyzing the Literature

Discussions

  • Week 1 Discussion: You as a Person and a Professional

Week Two: Trends in Nutrition Care – The Nutrition Care Process (NCP)

Weekly Learning Outcomes

Upon completion of this week’s module, you will be able to:

  • Articulate a clear and concise position statement on a controversial nutrition topic that can be supported by current scientific evidence.
  • Apply clinical practice guidelines to inform professional opinion, decision-making and nutrition interventions.
  • Apply an understanding of environmental, molecular factors and food in the nutritional management of disease.
  • Integrate knowledge of anatomy, physiology and biochemistry to make decisions related to nutrition care.
  • Utilize the nutrition care process with individuals.
  • Formulate a nutrition plan of care considering psychological, social, and environmental factors to meet the needs of the individual.
  • Provide safe, ethical and respectful nutrition care to individuals. 

Lectures

  • Week 2 Lectures

Required Reading

  • Murad MH. Clinical practice guidelines: a primer on development and dissemination. Mayo Clin Proc. 2017;92(3):423-433. https://doi.org/10.1016/j.mayocp.2017.01.001
  • Raynor HA, Beto JA, Zoellner. Achieving evidence-based practice in dietetics by using evidence-based practice guidelines. J Acad Nutr Diet. 2020;120(5):751-756.
  • Swan WI, Vivanti A, Hakel-Smith NA et al. Nutrition Care Process and Model update: toward realizing people-centered care and outcomes management. J Acad Nutr Diet. 2017;117(12): 2003-2014.
  • Swan WI, Pertel DG, Hotson B, et al. Nutrition Care Process (NCP) update part 2: developing and using the NCP terminology to demonstrate efficacy of nutrition care and related outcomes. J Acad Nutr Diet. 2019;119(5): 840-855.

See course for supplemental reading.

Assignments

  • Nutrition Care Process (NCP) Clinical Note
  • Position Paper Topic and Draft Position Statement Template

Discussion

  • Week 2 Discussion: Nutrition Diagnosis (PES Statement)

Week Three: Trends in Gastrointestinal Health and Dietary Supplements

Weekly Learning Outcomes

Upon completion of this week’s module, you will be able to:

  • Analyze current scientific research to identify strengths, limitations, and application of proposed food and nutrition interventions for the management of gastrointestinal disease and conditions.
  • Apply an understanding of the impact of dietary supplements on gastrointestinal health, including evidence-informed indications and contraindications for use.
  • Generate evidence-based arguments and counterarguments for a defensible position on a controversial nutrition topic.
  • Communicate with patients/clients at an appropriate level by addressing complex nutrition topics in an understandable and evidence-informed manner. 

Lectures

  • Week 3 Lectures

Required Reading

  • De Vos WM, Tilg H, Van Hul M, Cani PD. Gut microbiome and health: mechanistic insights. Gut. 2022;71:1020-1032. https://gut.bmj.com/content/71/5/1020
  • Kim SK, Guevarra RB, Ki YT, et al. Role of probiotics in human gut microbiome-associated diseases. J Microbiol Biotechnol. 2019;29(9):1335-1340. https://www.jmb.or.kr/journal/view.html?doi=10.4014/jmb.1906.06064 
  • Wilkins T, Sequoia J. Probiotics for gastrointestinal conditions: A summary of the evidence. Am Fam Physician. 2017;96(3):170-178.
  • Dossett ML, Cohen EM, Cohen J. Integrative medicine for gastrointestinal disease. Prim Care. 2017;44(2):265-280.
  • Akabas SR, Vannice G, Atwater JB, et al. Quality certification programs for dietary supplements. J Acad Nutr Diet. 2016;116(9):1370-1379.

See course for supplemental reading.

Assignment

  • Position Paper Locating Evidence-Based Support Template

Discussion

  • Week 3 Discussion: Assessing Dietary Interventions for Conditions of the GI Tract

Week Four: Trends in Energy Balance

Weekly Learning Outcomes

Upon completion of this week’s module, you will be able to:

  • Apply an understanding of environmental, molecular factors and food to energy balance and weight management.
  • Provide culturally competent care to patients/clients across the weight continuum by combating bias and prejudice with evidence-informed practice.
  • Formulate a weight management plan that considers social, psychological and environmental aspects of eating, food and health. 
  • Apply effective and ethical communication skills and techniques through both verbal and written communication with patient/clients, colleagues, and the public.

Lectures

  • Week 4 Lectures

Required Reading

  • Ludwig D, Apovian CM, Aronne LJ, et al. Competing paradigms of obesity pathogenesis: energy balance versus carbohydrate-insulin models. Eur J Clin Nutr. 2022;76(9):1209-1221.

  • Hall KD, Farooqi IS, Friedman JM, et al. The energy balance model of obesity: beyond calories in, calories out. Am J Clin Nutr. 2022;115(5):1243-1254. https://www-ncbi-nlm-nih-gov.une.idm.oclc.org/pmc/articles/PMC9071483/

  • Tylka TL, Annunziato RA, Burgard, et al. The weight-inclusive versus weight-normative approach to health: evaluating the evidence for prioritizing well-being over weight loss. J Obes. 2014;2014:983495. https://doi.org/10.1155/2014/983495

  • Cardel MI, Newsome FA, Pear RL, et al. Patient-centered care for obesity: how we can treat obesity while actively fighting weight stigma and eating disorder risk. J Acad Nutr Diet. 2022;122(6):1089-1098. https://doi.org/10.1016/j.jand.2022.01.004

  • Steinberg DM, Bohon C. To truly reduce weight stigma and eating disorder risk, we need to stop promoting weight loss. J Acad Nutr Diet. 2022;123(3):399-400. https://doi.org/10.1016/j.jand.2022.09.018

See course for supplemental readings. 

Assignments

  • Key Assessment: Instructor-Student Conference
  • Position Paper Outline and Reference List

Discussion

  • Week 4 Discussion: Assessment and Intervention for Weight Management

Week Five: Trends in Human Metabolism

Weekly Learning Outcomes

Upon completion of this week’s module, you will be able to:

  • Analyze the impact of diet trends on physiologic and metabolic processes.
  • Critically evaluate the role of specific diet plans in disease prevention and management based on current scientific literature.
  • Formulate a meal plan for a patient/client taking into consideration personal, psychological, social, cultural and environmental factors.
  • Modify a patient/client’s usual diet to align with a prescribed diet pattern to meet minimum nutrient requirements and support overall health.
  • Integrate cultural competence and patient-centered care when interfacing with patients/clients. 

Lectures

  • Week 5 Lectures

Required Reading

  • Thom G, Lean M. Is there an optimal diet for weight management and metabolic health? Gastroenterology. 2017;152(7):1739-1751.

  • Cena H, Calder PC. Defining a healthy diet: evidence for the role of contemporary dietary patterns in health and disease. Nutrients. 2020;12(2):334. https://pubmed.ncbi.nlm.nih.gov/32012681/

  • Adams SH, Anthony JC, Carvajal, et al. Perspective: guiding principles for the implementation of personalized nutrition approaches that benefit health and function. Adv Nutr. 2020;11(1)25-34. https://doi.org/10.1093/advances/nmz086

Assignment

  •  Restricted CHO Diet Meal Plan Modification Assignment

Discussion

  • Week 5 Discussion: Challenges and Opportunities with Diet Modification

Week Six: Trends in Personalized Nutrition (Nutritional Genomics)

Weekly Learning Outcomes

Upon completion of this week’s module, you will be able to:

  • Demonstrate a general understanding of nutrition and genetics as it relates to health conditions.
  • Analyze the impact of food and nutrition on physiological processes as impacted by genetics.
  • Apply current research to assess the safety and efficacy of personalized nutrition (nutritional genomics).
  • Evaluate ethical considerations to providing personalized nutrition based on nutritional genomics. 

Lectures

  • Week 6 Lectures

Required Reading

  • Mullins VA, Bresette W, Johnstone L, Hallmark B, Chilton FH. Genomics in personalized nutrition: can you “eat for your genes”? Nutrients. 2020;12(10):3118. https://doi.org/10.3390/nu12103118

  • Guasch-Ferre M, Dashti HS, Merino J. Nutritional genomics and direct-to-consumer genetic testing: an overview. Adv Nutr. 2018;9(2):128-135. doi:10.1093/advances/nmy001

See course for supplemental reading.

Assignment

  •  Key Assessment – Position Paper

Discussion

  • Week 6 Discussion: Opportunities and Challenges with Nutritional Genomics

Week Seven: Trends in Plant-Based and Sustainable Nutrition

Weekly Learning Outcomes

Upon completion of this week’s module, you will be able to:

  • Evaluate the influence of plant-based food consumption on the development of diseases.
  • Analyze the impact of plant-based diets on physiological processes and nutrition status to make informed food and nutrition decisions for optimal health.
  • Examine the relationship between nutritional health and mental health.

Lectures

  • Week 7 Lectures

Required Reading

  • Craig WJ, Mangels AR, Fresan U, et al. The safe and effective use of plant-based diets with guidelines for health professionals. Nutrients. 2021;13(11):4144. https://doi.org/10.3390/nu13114144
  • Bastian GE, Buro D, Palmer-Keenan DM. Recommendations for integrating evidence-based, sustainable diet information into nutrition education. Nutrients. 2021;13(11):4170. https://doi.org/10.3390/nu13114170
  • O’Malley K, Willits-Smith A, Rose D. Popular diets as selected by adults in the United States show wide variation in carbon footprints and diet quality. Am J Clin Nutr. 2023;117:701-708.
  • Atchison AE, Zickgraf HF. Orthorexia nervosa and eating disorder behaviors: a systematic review of the literature. Appetite. 2022;177:106134.

See course for supplemental reading.

Assignment

  • Key Assessment Part 4: Blog Post

Discussion

  • Week 7 Discussion: Plant-Based Diets and Consumer Health

Week Eight: Opportunities in the Nutrition Field

Weekly Learning Outcomes

Upon completion of this week’s module, you will be able to:

  • Theorize areas of growth and opportunity in the nutrition field.
  • Reflect upon future knowledge and skills of nutrition professionals.
  • Formulate a plan to remain current in the field of nutrition.

Lectures

  • No lectures in this final week

Required Reading

  • U.S. Bureau of Labor Statistics. Dietitians and Nutritionists. Occupational Outlook Handbook. https://www.bls.gov/ooh/healthcare/dietitians-and-nutritionists.htm. Updated September 30, 2022.
  • Lufer J. What does the dietitian of the future look like? Food and Nutrition Magazine. https://foodandnutrition.org/blogs/stone-soup/dietitian-future-look-like/. Published April 24, 2017.
  • Hickson M, Child J, Collinson A. Future dietitian 2025: informing the development of a workforce strategy for dietetics. J Hum Nutr Diet. 2018;31(1):23-32.

 

Assignment

  • Week 8 Assignment: Course Reflection and Portfolio Piece

Discussion

  • Week 8 Discussion: The Future of Nutrition

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Applied Nutrition page

UNE Libraries:

UNE Student Academic Success Center

The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:

Information Technology Services (ITS)

  • ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Policies

AMA Writing Style Statement

In keeping with the requirements of the Journal of the Academy of Nutrition and Dietetics and the Journal of Nutrition Education and Behavior, the American Medical Association (AMA) Manual of Style, 11th edition is the required writing format for this course and is available at both UNE libraries under the title "AMA Manual." Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.

Online resources: AMA Style Guide

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in AMA citation and academic writing.

You can learn more about Turnitin in the Turnitin Student quick start guide.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations.  Appeal of a decision may be made to the Dean whose decision will be final.  Student appeals will take place through the grievance process outlined in the student handbook.